目的:探讨基于思维导图的PBL + CBL双轨教学法在健康服务与管理技能教学中的初步应用效果。方法:选择西南医科大学健康服务与管理专业大三学生80名作为研究对象,随机分为试验组和对照组。对照组采用讲授式教学法,以老师为主体进行教学...目的:探讨基于思维导图的PBL + CBL双轨教学法在健康服务与管理技能教学中的初步应用效果。方法:选择西南医科大学健康服务与管理专业大三学生80名作为研究对象,随机分为试验组和对照组。对照组采用讲授式教学法,以老师为主体进行教学。试验组同学通过课前准备及思维导图培训,充分认识及熟练运用思维导图,教师授课时围绕CBL案例引导学生分析,并提出关键问题,学生围绕关键问题进行分组讨论并结合案例构建思维导图。教学结束时出科时分别对两组学生进行实践能力考核和教学评价调查。结果:相比传统讲授的对照组,接受基于思维导图的CBL + PBL双轨教学的学生各方面评分更高(P Objective: To explore the preliminary application effect of PBL + CBL dual track teaching method based on mind mapping in the teaching of health services and management skills. Method: 80 junior students majoring in Health Service and Management at Southwest Medical University were selected as the research subjects and randomly divided into an experimental group and a control group. The control group adopts a lecture based teaching method, with the teacher as the main body of teaching. The experimental group students fully understand and proficiently use mind maps through pre class preparation and mind map training. During the teacher’s lecture, students are guided to analyze CBL cases and raise key questions. Students are grouped to discuss the key questions and construct mind maps based on the cases. At the end of the teaching, two groups of students will be assessed for their practical abilities and surveyed for teaching evaluation upon graduation. Result: Compared with the control group of traditional teaching, students who received the CBL + PBL dual track teaching based on mind maps scored higher in all aspects (P < 0.05). Compared with the control group participating in traditional teaching, students who received the CBL + PBL dual track teaching based on mind maps scored higher in all aspects (P < 0.05). Conclusion: The PBL + CBL dual track teaching method based on mind mapping is more effective in improving students’ comprehensive practical abilities than traditional LBL teaching methods, and has received good feedback in teaching evaluation.展开更多
文摘目的:探讨基于思维导图的PBL + CBL双轨教学法在健康服务与管理技能教学中的初步应用效果。方法:选择西南医科大学健康服务与管理专业大三学生80名作为研究对象,随机分为试验组和对照组。对照组采用讲授式教学法,以老师为主体进行教学。试验组同学通过课前准备及思维导图培训,充分认识及熟练运用思维导图,教师授课时围绕CBL案例引导学生分析,并提出关键问题,学生围绕关键问题进行分组讨论并结合案例构建思维导图。教学结束时出科时分别对两组学生进行实践能力考核和教学评价调查。结果:相比传统讲授的对照组,接受基于思维导图的CBL + PBL双轨教学的学生各方面评分更高(P Objective: To explore the preliminary application effect of PBL + CBL dual track teaching method based on mind mapping in the teaching of health services and management skills. Method: 80 junior students majoring in Health Service and Management at Southwest Medical University were selected as the research subjects and randomly divided into an experimental group and a control group. The control group adopts a lecture based teaching method, with the teacher as the main body of teaching. The experimental group students fully understand and proficiently use mind maps through pre class preparation and mind map training. During the teacher’s lecture, students are guided to analyze CBL cases and raise key questions. Students are grouped to discuss the key questions and construct mind maps based on the cases. At the end of the teaching, two groups of students will be assessed for their practical abilities and surveyed for teaching evaluation upon graduation. Result: Compared with the control group of traditional teaching, students who received the CBL + PBL dual track teaching based on mind maps scored higher in all aspects (P < 0.05). Compared with the control group participating in traditional teaching, students who received the CBL + PBL dual track teaching based on mind maps scored higher in all aspects (P < 0.05). Conclusion: The PBL + CBL dual track teaching method based on mind mapping is more effective in improving students’ comprehensive practical abilities than traditional LBL teaching methods, and has received good feedback in teaching evaluation.
